Unveiling Students’ Perception Towards Oral Corrective Feedback and L2 Willingness to Communicate

Abstract

This study aims to determine students' perceptions of oral corrective feedback (OCF) in learning English as a Foreign Language (EFL). OCF is one of the strategies commonly used by teachers to help improve students' language accuracy, especially in the context of communication. This study was conducted at a university in Yogyakarta involving 113 students of the English Language Education study program. The method used was a quantitative approach with a questionnaire as the data collection technique. The instrument consisted of 19 statements divided into five dimensions: teachers' corrective behavior (M = 3.83, SD = 0.94), explicit and implicit feedback (M = 3.88, SD = 0.96), immediate and delayed correction (M = 3.90, SD = 0.98), linguistic targets (M = 3.67, SD = 0.93), and types of oral corrective feedback (OCF) and willingness to communicate (WTC) (M = 3.50, SD = 0.93). The results of the data analysis showed that the majority of students showed positive view of Oral Corrective Feedback in the classroom. Students tended to prefer explicit corrections that were given directly, especially for grammatical errors. In addition, various types of feedback, such as clarification, repetition, and metalinguistic explanations were also seen as helpful in improving understanding and speaking skills. These findings provide an overview of how students view the role of OCF in the learning process, and can be input for teachers in designing correction strategies that are more appropriate to students' needs.